This paper examines the role of teachers in facilitating effective team functioning and supporting student teams. The study draws upon the qualitative data from a survey completed by design students in 18 Australian Higher Education Institutions. The survey was administered in 2012-2013 as part of a project funded by Australian Government Office for Learning and Teaching1, “Enhancing and Assessing Group and Team
Learning in Architecture and Related Design Contexts”2 , and addressed questions about students’ perceptions and experiences of teamwork in design. Students commented about how their teachers could have better designed team assignments. Drawing upon the major themes emerged from these comments, the paper concludes with recommendations on how these findings may inform teaching and assessment of teamwork in design.
History
Pagination
1-5
Location
University of Technology Sydney, N.S.W.
Start date
2016-09-30
End date
2016-10-01
Language
eng
Publication classification
E Conference publication, E1 Full written paper - refereed
Copyright notice
2016, The Authors
Title of proceedings
AASA 2016: Proceedings of the 9th International Conference: Project to Practice; Innovating Architecture
Event
AASA Project to Practice; Innovating Architecture. International Conference (9th : 2016 : Sydney, N.S.W.)